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Plagiarism Resistant Assignments and Tools for Promoting Academic Integrity
Transcript of Plagiarism Resistant Assignments and Tools for Promoting Academic Integrity
Tools for Promoting Academic Integrity ASSIGNMENT PLANNING AND DESIGN SOURCE USE FrAMING Focus on process: Require drafts. Collect them.
Hold conferences and/or peer workshops with students.
Ask students to respond to your and/or their peers’ comments on drafts.
Focus assignments on local issues and events. Stipulate topic guidelines.
Require students to submit proposals for projects.
Have students complete a research log.
Require students to give a presentation on their research.
Don’t allow students to change topics after a particular date.
Don’t use the same assignment every semester. Research Log Examples Connect citation and source use guidelines to larger disciplinary values regarding knowledge-making.
Explain to students the goals of citation.
Reinforce that summarizing, paraphrasing, and quoting all require citations.
Provide examples of appropriately and inappropriately paraphrased material.
Ask students to hand in sources and mark sections they used.
Stipulate the sources that students should use.
Ask students to complete an annotated bibliography for their sources.
Provide specific guidelines for source use.
Ask students to mark (e.g., highlight, underline) sections in the text that are their voice. Be explicit about your expectations.
Encourage students to approach you with citation questions. Make it a learning experience; don’t punish students automatically.
Tell students you are aware of paper mills. Ask students to analyze them.
Discuss with students real-world examples of professionals caught plagiarizing.
Be honest that there are gray areas and that conventions differ. Citing sources is important for a number of reasons:
Citations allow readers of your work to find the sources you used in your paper. (This is often how we as writers find sources to use in our own work!)
Citations give credit to those whose ideas you reference.
Citations help readers distinguish which ideas in a paper are yours and which come from other sources. They allow readers to determine your contributions to a topic.
Citations provide evidence that you are familiar with the scholarly community in which you are writing, which helps to build your credibility as a writer. They show an awareness of what other people are saying about your topic. “Students often view the issues of ownership and plagiarism as a school activity rather than as a disciplinary activity, shrugging off the issues as simply rules to guess at or an individual faculty member’s idiosyncrasy.” (Haviland and Mullin, 2009, p. 166) Plagiarism Prevention Originality Reports SafeAssignments Direct Submit Teaching Tool
“Too many students seem unaware or uninformed about the moral consequences of plagiarism. Any tool that helps me make them more aware of plagiarism and the ways to prevent it is welcome!” "It's necessary to be able to have access to a plagiarism detection tool in order to identify where a student has misconceptions to the difference between paraphrasing and plagiarism." "I believe it will be most beneficial as a plagiarism prevention tool vs. a plagiarism detection tool. I think it will help students recognize material that needs to be cited in their work." Draft vs. Final Mode
"A potential benefit use would be using Draft Mode as a tool to help students visualize where they have over-quoted or integrated sources incorrectly." "Draft and Final Modes Combined - To educate my students, I will definitely use the Draft option. For my own benefit, I will use the Final option." Matching Process File Types:
Word (doc or .docx)
Plain text (.txt)
Rich Text Format (.rtf)
Open Office (.odt)
HTML https://safeassign.blackboard.com/view-report-display2.do?paperId=52330848&key=DQ0MMfrgrHPx63PimVfzdv3h2B%2B%2FQI3b Academic Council Guidelines "It might be useful to design a SafeAssign assignment whose sole object is to teach students about avoiding plagiarism." SafeAssign (in Draft, Final, or Direct Submit) compares the student’s document against:
• Internet – comprehensive index of documents available to public access on the Internet
• ProQuest ABI/Inform database with over 1,100 publication titles and 2.6 million articles from 1990’s to present time, updated weekly
• Institutional document archives containing all papers submitted to SafeAssign by users at Duquesne.
• Global Reference Database
A separate cross-institutional database where students voluntarily donate copies of their papers to help prevent plagiarism across institutions using Blackboard.
Students can submit their papers to SafeAssign without submitting them to the Global Reference Database.